Western Illinois University’s Bilingual/English as a Second Language Education program prepares students to meet Illinois requirements for certification as bilingual teachers. Students are trained in a standards-based program designed to prepare them to teach children in the 21st century.

Each year, more and more children enter public schools in the United States with limited or no English language proficiency. Illinois public schools are home to speakers of 139 distinct languages, and they rank fifth nationally among school populations classified as English Language Learners (ELLs). Of all the ELL students in Illinois, at least 81% speak Spanish as their first language. In recent years, the number of ELL students has increased in both urban and rural areas, creating a critical need for teachers trained in bilingual education. To meet this demand and provide quality education for linguistically diverse students, this program offers student teacher certification in Bilingual/Bicultural/Elementary Education (Spanish emphasis).

English as a Second Language Component

Because teachers cannot be prepared in all languages, a related area of the program is English as a Second Language (ESL). Students are trained in special teaching strategies designed to include speakers of other first languages in meaningful learning experiences. The department provides an established teacher preparation program designed to suit the needs of linguistically and culturally diverse students.

Special Opportunities in Bilingual/English as a Second Language Education

The Bilingual/English as a Second Language Education program has its own organization. The Association of Bilingual/English as a Second Language Education Students (ABBES) provides students with
opportunities to participate in service activities, field trips, and career-related outings. Professional development activities geared toward working in the bilingual/
bicultural field are fostered by this service/social organization. Newly enrolled students are partnered with upperclassmen as a part of the association’s mentor
program. Mentors provide experience-based advice, offer language assistance in English or Spanish, and answer the concerns of the association’s newest members.

Educational Studies Department Minors

Teaching English to Speakers of Other Languages

Additional Resources

Possible Careers in Bilingual/English as a Second Language Education

Recent post-graduation surveys of the Bilingual/English as a Second Language Education program indicate a high demand for bilingual/ESL educators. Employed in every level
along the educational track, graduates report experiencing very little difficulty securing teaching positions.

Career paths are not limited to Illinois alone. Many students make use of the reciprocity of their certification to teach in other states. Graduates are also qualified
to seek careers in international education or to continue their education, pursuing master’s and doctoral degrees.

Educational and Interdisciplinary Studies (EIS) Courses

202 (Formerly EIS 302) Multicultural and Social
Foundations of Education. (3) A study of the social,
linguistic, and cultural factors that affect the educational
experiences, practices, and environments in America.
This course broadens students’ understanding of the
diverse pluralistic nature of the contexts that either
enhance or negate one’s educational experience. Field
experience—10 hours required. A grade of C or above
must be earned for teacher licensure.

301 Cognition, Development, and Motivation
in Academic Settings. (3) An introduction to the
state of knowledge in contemporary educational and
developmental psychology as related to academic
settings. Topics include cognitive processing,
motivation, and physical, social, and emotional
development. A grade of C or above must be achieved
in EIS 301 for teacher licensure. Prerequisite: A grade of
C or above in EIS 202, the equivalent transfer course, or
junior standing.

303 Classroom Management and Field Work
in Academic Settings. (2–3) Introduction to
understanding and analyzing the learning environment
as it relates to classroom and behavior management.
Students will participate in supervised practicum in
off-campus educational settings (public, private, or title
programs) as part of professional preparation in Teacher
Education. C grade or above is required. Transportation
not provided. Prerequisite: 2.50 cumulative and
major GPAs; EIS 301 with a grade of C or better; and
admission to Teacher Education Program prior to
enrolling in EIS 303. (See EIS 301 above for additional
prerequisites.)

304 Field Work in Educational and
Interdisciplinary Studies. (1, repeatable to 2)
The second supervised practicum in off-campus
PK–12 educational settings as part of professional
preparation in Teacher Education. C grade or above is
required. Transportation not provided. Prerequisites:
Full acceptance into the Teacher Education Program
(TEP) and must have completed EIS 303 with a grade
of C or better. Candidates are required to have already
completed a methods course or be concurrently enrolled
in a methods course at the time of enrollment in EIS 304.

305 Measurement and Assessment of Learning
in Academic Settings. (2) An introduction to the
language and principles of assessment, measurement
theory, and assessment-related issues (reliability,
validity, etc.) within education grounded in a cognitive
theoretical framework that views assessment as the
integration of observation, interpretation, and cognition.
A grade of C or above must be achieved in EIS 305 for
teacher licensure. Prerequisites: C or better in EIS 202,
SPED 210, and EIS 301.

306 Learning and Development in the Adolescent
Grades. (3) An introduction to the state of knowledge
in contemporary educational and developmental
psychology as related to the adolescent’s experience in
academic settings. Topics include cognitive processing,
motivation, and physical, social, and emotional
development in the context of adolescence. A grade
of C or above must be achieved in EIS 306 for teacher
licensure. Prerequisites: C or better in EIS 202 and SPED
210.

361 Field Study Abroad. (1–12) Field study project
in international setting. The student submits a written
report and fulfills other requirements set up by the
instructor. Prerequisite: Bilingual/English as a Second
Language Education major.

401 Educational Law and Policy. (2) An analysis
of formal legal and ethical problems that will
allow students to critique contemporary debates in
educational policy, law, and ethics. The course will
examine the tension between competing philosophical
theories and the construction and function of
educational policy. A grade of C or above must be
earned for Teacher Education. Prerequisite: full
acceptance into Teacher Education Program (TEP); a
grade of C or better in EIS 301.

405 Designing/Managing Learning Environments.
(3) Examines the elements that foster an effective
learning environment. Emphasis is placed on strategies
that promote student engagement and a sense of
community in educational settings. Prerequisites: prior
or concurrent pre-student teaching instructional field
experience, concurrent student teaching, or permission
from the instructor.

427 Foundations of Education for Culturally
and Linguistically Diverse Populations. (3) An
introduction to the historical, political, social, and
educational issues that have contributed to policy
regarding public school services for language minority
populations. Clinical experience of 15 hours required.

428 English Language Learners and Bilingualism:
Theory, Policy, and Practice. (3) (Global Issues)
This course supports current and future educators in
constructing a foundation of the critical elements in
the education of ELLs that include: second language
acquisition, culture and diversity, policies and law, ELL
family involvement, language development standards,
advocacy, and assessment. Prerequisite: EIS 202 or
permission of instructor.

430 Methods and Materials for Teaching in
Bilingual Programs. (3) Acquaints students with
methodology and materials, with instruction in the
preparation of audio and visual teaching aids, lesson
plans, behavioral objectives, and the inquiry teaching
methods for the bilingual/ESL classroom. Portion of
content presented in Spanish. Clinical experience—15
hours required. A grade of C or higher must be earned
for Teacher Education.

435 Cultural Studies of Second Language Learners
in the Classroom. (3) The study of historical and
contemporary social and cultural issues affecting
selected ethnic groups, with particular emphasis on
the impact of culture, learning, and schooling on
second language learners in U.S. schools. Clinical
experience—15 hours required.

440 Sociolinguistics. (3) Exploration of foundational
work in the field of sociolinguistics and current issues
in the field. This course will emphasize the culturelanguage
interface at the level of social relationships
with special emphasis on educational settings.
Prerequisite: ANTH 110 or EIS 202 or equivalent.

447 Teaching of Listening, Speaking, and
Pronunciation to English Language Learners. (3)
Students examine the articulation of English sounds,
the rules that govern their use in speech, and explore
ways of applying this knowledge to the teaching of
pronunciation. Additional emphasis will be on teaching
listening/speaking strategies in the TESOL environment.
Prerequisite: EIS 458.

457 Methods and Materials of Teaching English
Language Learners. (3) Analysis of language learning
processes of bilingual children. The appropriate
order for learning basic skills in two languages will
be discussed and techniques of teaching English as
a second language will be introduced and practiced.
Clinical experience—15 hours required. A grade of C or
higher must be earned for Teacher Education.

458 Linguistics for the Teacher of English
Language Learners. (3) The study of linguistics
applied to teaching limited-English-speaking students.
Includes English and non-English phonology, syntax,
analysis, and application of linguistic theory. Clinical
experience—20 hours required.

499 Special Problems in Education. (1–4,
repeatable with no maximum) An independent
study of a theoretical or applied problem in education.
An opportunity for the undergraduate to broaden
understanding and skills in the profession through
research and experience.